The challenges of constructivist theories of learning
Many educators cite constructivism as the theory of learning that motivates and substantiates their view of education, schooling, and educational practice. While constructivism is in many respects a broad and general theory of education, it is often understood from different perspectives about how human beings come to know and engage with the world.
Two of the dominant theorists that influence views of constructivism are Piaget and Vygotsky. This page invites readers to consider the key ideas of both these theorists of learning and how they are positioned within a constructivist approach to education. In particular we invite a discussion framed on the following interlinked questions:
What are the converges and differences between Piaget and Vygotsky?
What are the implications for educational practice?
We begin this opportunity to participate in the discussion by posing the following provocations:
Piaget portrayed children as active and motivated learners who, through numerous interactions with their physical and social environments, construct an increasingly complex understanding of the world around them.
Vygotsky proposed that adults promote children's cognitive development both by passing along the meanings that their culture assigns to objects and events and by assisting children with challenging tasks.
We also suggest that discussants use the following links to begin your thinking about the key questions. Participants are invited to add other useful links, passages of text, resources, papers that aids this discussion.
Many educators cite constructivism as the theory of learning that motivates and substantiates their view of education, schooling, and educational practice. While constructivism is in many respects a broad and general theory of education, it is often understood from different perspectives about how human beings come to know and engage with the world.
Two of the dominant theorists that influence views of constructivism are Piaget and Vygotsky. This page invites readers to consider the key ideas of both these theorists of learning and how they are positioned within a constructivist approach to education. In particular we invite a discussion framed on the following interlinked questions:
We begin this opportunity to participate in the discussion by posing the following provocations:
We also suggest that discussants use the following links to begin your thinking about the key questions. Participants are invited to add other useful links, passages of text, resources, papers that aids this discussion.
http://en.wikipedia.org/wiki/Theory_of_cognitive_development
http://www.learning-theories.com/vygotskys-social-learning-theory.html